ERIC Number: ED462679
Record Type: Non-Journal
Publication Date: 2000-May
Reference Count: N/A
Guidelines for Teaching Middle and High School Students To Read and Write Well: Six Features of Effective Instruction.
Langer, Judith A.
The guidelines included in this booklet draw from a 5-year study reported in "Beating the Odds: Teaching Middle and High School Students to Read and Write Well," which investigated English programs in 44 classrooms in 25 schools in four states. The booklet states that, by comparing typical programs with those that get outstanding results, researchers have been able to identify the features of the more effective programs. It adds that, in comparing two sets of classrooms, researchers have been able to identify and validate the following six features of instruction that make a difference in student performance: students learn skills and knowledge in multiple lesson types; teachers integrate test preparation into instruction; teachers make connections across instruction, curriculum, and life; students learn strategies for doing the work; students are expected to be generative thinkers; and classrooms foster cognitive collaboration. The booklet discusses each one of these six features in turn, presenting some activities that work as well as what does not work, and providing a classroom example from a real-life school. (NKA)
Descriptors: Class Activities, Classroom Environment, English Curriculum, High School Students, High Schools, Instructional Effectiveness, Learning Activities, Middle School Students, Middle Schools, Reading Achievement, Reading Instruction, Teacher Role, Writing Achievement, Writing Instruction
National Research Center on English Learning and Achievement, University at Albany, State University of New York, 1400 Washington Ave., Albany, NY 12222. Tel: 518-442-5026; Fax: 518-442-5933; e-mail: firstname.lastname@example.org; Web site: http://cela.albany.edu.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on English Learning and Achievement, Albany, NY.